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Climate control

Learning objectives

Students will:
• Decide whether everyday activities are 'good' or 'bad' for our environment.
• Link their judgements to the impact they may have on global warming.

Try the activity

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Curriculum link

Global warming.
11 – 14(KS3)
Environmental chemistry QCA 9G
KS4 How Science Works
4a. about the use of contemporary scientific and technological developments
and their benefits, drawbacks and risks.
GCSE specifications
AQA Core Science: Unit C1b Oils, Earth and Atmosphere
Edexcel Core Science: Unit C1 b Topic 7 There's One Earth
Gateway Core Science: Module B2 Understanding our environment
Twenty First Century Core Science: Module P2 Radiation and Life

Running the activity

As a starter, students can be invited to respond to the question on Page 1. A support sheet (page 2) of picture and word bank stimuli can be used to direct the responses in the right direction.

Pages 3, 4 & 5 are 3 sets of cards which can be printed off, copied and cut out.
Pages 6 & 7 are the game boards.

Each card shows an everyday activity. Students have to decide whether it is 'good' or 'bad' for the environment. The white circle on the card is where they record their judgement. They can use either a tick (for good – helpful) or a cross (for bad – unhelpful). Alternatively, they could use smiley / sad face symbols, or colour the circle red or green following their familiar practice. Some cards have been left blank for students to add their own ideas.
The cards are then used to play a board game which will link these activities to the ultimate effects of global warming. The cards are in sets, so that the game can be played in stages.
• Set one contains more 'bad' than 'good' cards, so the outcome of the board game indicates that we are heading for disaster unless we change our habits.
• Set 2, when added to set one should balance this out, and the addition of set 3 should 'save the planet!'

Playing the game:
This activity is best played in small groups of 2-4 students. Each student has a game board (page 6) and water /sea level cover sheet (page 7), or an A4 sheet of blue paper can be used instead. They can cut out the top of page 7 to look like waves. The boards can be laminated for re-use.

At the start of the game, the top of the blue cover sheet is placed over the game board. It is lined-up with the 'start' line (half way up the sheet), using the arrows at the side of the cover sheet as a guide. The cards from page 3 (set one) are shuffled, and placed face-down on the table. Each student in the group can have their own set, or all of the students' cards can be added together. The ratio of 'good' to 'bad' will stay the same.

Students pick up the cards one at a time. They move the cover sheet up one section if they choose a 'bad' card, or down one section if it is a 'good' card. The game ends either when someone 'drowns' or all of the cards have been used up. Set 2 can then be added to these cards, and the game played again. Then Set 3 can be added for a third game. By this point, students should be able to link the choices they make in everyday life to global warming. As a plenary, students can feed back what they have found out, and choose an activity they will remember to do to help our environment. They could make up a list of their top 5 ways to stop global warming / help our planet by choosing from the cards.

Web links

News links

BBC

BBC official website from the programme following the Srawbridge family and their attempts to produce little or no waste and remove their dependence on fossil fuels.

BBC

An animated audit of your lifestyle which comes up with action points for a 'greener' existence.

It's not easy being green

Tips for cutting the CO2 emissions in your life.

New Scientist

Scare story about global warming.

New Scientist

Another scare story – could be used as a starter.

Champion trees

Scott Pelly of CBS 60 minutes interviews NASA scientist James Hansen – a very accessible article for students. Obviously biased, but good pictures, graphs & soundbites.

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